Literacyceducation

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3. Agenda 9:00 Welcome and introduction Session 1 Developing use of APP Sharing good practice Tea/Coffee Session 2 What counts for evidence? 11:30 Lunch Jh/msJh/ms

4. Aims of the course To develop teachers’ understanding and use of APP To help colleagues develop an overview of APP To explore Assessment for Learning practice to support APP To contribute to ECM: Enjoy and Achieve JH/MSJH/MS

5. Fractions Look at the criteria for assessing understanding of fractions L2/3 What types of evidence would you expect to see or hear? How can APP be used as a tool to help teachers provide a richer and broader range of fraction learning experiences? Jh/msJh/ms

6. Fractions Begin to use the fraction, one-half (1) Begin to use halves and quarters (2) Relate the concept of half of a small quantity to the concept of half of a shape (2) Use simple fractions that are several parts of a whole and recognise when two simple fractions are equivalent (3) Recognise proportions of a whole and use simple fractions and percentages to describe these (4) Use equivalence between fractions (5) Jh/msJh/ms

7. Given the actual objects, how would you find/show one quarter of each of these wholes? Part of a paper circle (circle with sector cut out) A paper rectangle A potato A piece of string A two-pound coin Piece of Blu-tack Jug of water Three paper equilateral triangles Four cubes Seven matchsticks Twelve counters Jh/msJh/ms

8. Assessment for learning questions Explain how we could find one quarter of this set of 12 pencils? What about three quarters? Shade more squares so that exactly half of the shape is shaded. How could we give someone half of 12p if we had one 10p and two 1p coins? How could we work out half of three equal strips of paper? Make up some problems of this sort for your group to solve. Jh/ms Concept cartoonsJh/ms Concept cartoons

9. Sharing collections What have you done for Maths APP so far? What has helped / what are the challenges? scsc

10. Making an overall Ma2 Number judgement Read through the complete level descriptors for both levels, to test the impression given by highlighting and ticking Refine the judgement into Low / Secure / High: How much? How consistently? How independently? In what range of contexts? scsc

11. Step 1: Make a best fit judgment Step 2: Work through the AFs Step 3: Make an overall level judgment Step 4: Refine your judgment using flow chart Step 5: Check the Standards files sc Share flowchart – Making a judgementsc Share flowchart – Making a judgement

12. Sharing good practice Planning for assessment Managing APP Review of evidence form Development of APP whole school Sc introduce schoolsSc introduce schools

13. APP and MathsAny Questions? Sc jhSc jh

14. What counts for evidence? Developing classroom practice – Emma Y6 Standards File – Jaiman Y2 Jh y6 Sc y2Jh y6 Sc y2

15. What counts for evidence? In pairs discuss and complete ‘What counts for evidence?’ sheet scsc

16. Planning Planning for assessment Overcoming barriers Learning overviews Jh/ms/scJh/ms/sc

17. For next time Plan and carry out assessment of MA1 /2 using AF focus idea from Learning Overview Please bring: a collection of evidence for Ma 1 and 2 for one child highlighted assessment guidelines and Record of evidence for that child – what you know about the child scsc

21. Further support www.mathematics.ccceducation.net Teaching and learning>Assessment page AfL consultant – Suzanne Carter suzanne.carter@cambridgeshire.gov.uk

22. Aims of the course To develop teachers’ understanding and use of APP To help colleagues develop an overview of APP To explore Assessment for Learning practice to support APP To contribute to ECM: Enjoy and Achieve

23. Lunch